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BUILD BRIDGE

BELIEVE

H O U S T O N I N D E P E N D E N T S C H O O L D I S T R I C T

S C H O O L I M P R O V E M E N T P L A N 2 0 1 5 - 2 0 1 6

SHOOL IMPROVEMENT PLAN GUIDANCE & RESOURCES

Becoming #GreatAllOver

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Houston Independent School District

2015 Board of Education

Rhonda Skillern-Jones, President

Manuel Rodriguez, Jr., First Vice President

Wanda Adams, Second Vice President

Paula Harris, Secretary

Juliet K. Stipeche, Assistant Secretary

Anna Eastman

Michael Lunceford

Greg Meyers

Harvin C. Moore

Terry B. Grier, Ed.D., Superintendent of Schools

Houston Independent School District

Hattie Mae White Educational Support Center

4400 West 18th Street

Houston, Texas 77092-8501

Web site: www.houstonisd.org

Employees of the District shall not discriminate on the basis of or engage in harassment motivated by age, race, color, ancestry, national origin, sex, handicap or disability, marital status, religion, veteran status, political affiliation, sexual orientation, gender identity, and/or gender expression.

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Each school must submit annually a School Improvement Plan (SIP) for approval by the Board of Education. School budgets should be developed based on school improvement plans. The SIP is divided into three parts:

SIP Part 1: Background, Data Analysis and Needs Assessment MISSION STATEMENT: This section includes the mission statement on the shared beliefs of the educational staff, parents, and community members. It is a concise statement of the purpose and function of the school that can be easily understood and adopted by all students, parents, educational staff, and community members. It is intended to set a broad standard by which the activities of the District or school may be consistently guided over time. The mission statement should carefully align to the school’s Positioning Statement to strategically focus the development of the improvement plan and school budget. SCHOOL PROFILE: This section describes the school and what makes it unique. The student population’s characteristics, the school’s location, and special programs are a few of the items that may be included.

SHARED DECISION MAKING: This section provides a description of the school’s Shared Decision-Making Committee (SDMC). The SDMC serves as the key committee in the Campus Intervention Team to assist the campus principal with the development, review, and revision of the SIP. The SDMC must approve the portions of the campus plan addressing campus staff development needs. The SDMC for secondary schools must analyze information related to dropout prevention and use the information in developing the SIP. The final draft of the SIP should be submitted to the SDMC. The SDMC will review the SIP with parents, community members, and the professional staff. After all revisions are made and the principal approves the plan, the SDMC will present the plan to the professional staff for a vote of approval. Two-thirds of the professional staff must approve the plan by secret ballot. The following information about the committee must be included:

The organizational structure of the school’s SDMC including subcommittees, membership, and

operating procedures of the subcommittees and should include the meeting schedule for both the SDMC and subcommittees. The SDMC shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization.

The procedures and processes for addressing SDMC action items and decision making. An outline of the method of submitting items for the agenda which indicates whether submission

procedures are the same or different for school personnel, parents, and community representatives. This section should describe the method of communicating SDMC decisions to non-SDMC members, including other school staff members, parents, and community members.

A list of the total number of members by category as stipulated in policy. Membership must include parents, community and business representatives, and school-based professional staff.

NEEDS ASSESSMENT, DATA ANALYSIS & DETERMINATION OF ROOT CAUSES: Data Analysis, Needs Assessment and the determination of root causes are a combined process which begins with the gathering and comprehensive review of the following types of data:

o State and local assessment results and item analysis Progress toward Level II Progress toward Level III Achievement gaps Participation rates

SIP Guidance and Resources

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o System Safeguards report o Report card grades failure rate o Attendance and discipline data o Curriculum guides (campus level alignment, use of embedded ELL strategies, etc.) o EVAAS o Walkthrough forms and feedback (NCUST, Harvard EdLabs) o Lesson plans (check for effective coverage of objectives and effective assessments) o Data from feeder schools (are there any related patterns of need?) o Master schedule (class sizes, maximized learning time, variety, flexibility, use of space, etc.) o Campus RtI practices for Accelerated Instructional Plans and other interventions (are these

documents up-to-date, readily available, included in PLC discussions, etc.) o Parent involvement o Graduation rates / dropout rates o Post-secondary / college readiness indicators o Perceptions analysis / Your Voice survey data / Other survey data o Other relevant data

Topics covered will include an analysis of:

o past trend data o discussion of contributing factors, o linkage between examination of data and development of effective strategies, o English and Spanish STAAR/EOC results, o Aprenda and Stanford 10 results by grade level and accountability groups, o Use and intended outcomes for any policy waivers approved for the campus o Any information regarding additional objectives

A campus which has not met a Performance Index in the Texas Public School Accountability System, or a

measure of the Federal System Safeguards must develop an improvement plan following the process of

the Texas Accountability Intervention Systems (TAIS). This process includes the data analysis and needs

assessment process described in the SIP Guidance & Resources section of this document. Campuses must

determine the Critical Success Factor for each need which will lead into the development of goals,

objectives and strategies to address the need, followed by quarterly progress monitoring of the

milestones. The goals, objectives and strategies for these unmet areas must be targeted to the exact

needs identified in the data analysis. The Campus Intervention Team must carefully analyze the data

related to these unmet measures.

Guiding questions include:

What were the unmet measures? What were measures which were barely met? What subjects were unmet? What student group(s) did not meet the standard? What grade level(s) did not meet the standard? Does an item analysis reveal a pattern of unmet objectives? Following the narrative report of the data analysis and Needs Assessment, the campus will assure that any unmet accountability measures have been fully addressed in the SIP.

The Data Analysis culminates in one or more Problem Statements, a succinct identification of areas of performance in need of improvement.

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The root causes for each problem should be identified as contributing factors. This part of the process requires campuses to identify which root causes are under the control of the school, and which are not. As causes are identified as being under the control of the school, a determination of needed action for improvement should be made. This begins the Needs Assessment. The needs should be prioritized according to the Data Analysis and the Mission Statement.

The needs assessment should include a review of the SIP of the prior year, the progress made toward achievement of the objectives, and positive and negative contributing factors.

Data should be presented in this area to support each objective developed in SIP Part 2.

STAFF DEVELOPMENT PLANS: Staff development plans should provide a summary of the staff development days and topics approved by the SDMC which support the Goals & Objectives in SIP Part 2.

PREPARING FOR GOALS: HOW MANY ARE REQUIRED? Following the prioritization of needs identified during the Data Analysis and Needs Assessment, campuses must look carefully at those needs to determine how many goals are necessary to address them. All campuses should have at least five goals. Three of them must be:

1. A Reading Goal 2. A Math Goal 3. A Safety Goal

These goals must be reflective of the data from the accountability performance indexes.

Other goals can be developed around: OTHER ACADEMIC (any campus which missed an accountability index MUST address the area or need) ATTENDANCE INDEX 4 MEASURES (any campus which missed this index MUST address the below standard measures) TEACHER AND ADMINISTRATOR QUALITY SPECIAL POPULATIONS PARENT & COMMUNITY INVOLVEMENT Since accountability standards are rising, campuses which barely met index or System Safeguards targets should address those areas in preparation for high standards. The 2015 Accountability Commissioner’s Decisions Summary can be found at: http://ritter.tea.state.tx.us/perfreport/account/2015/20150205mtg/2015%20Acctb_Commissioner%20Final%20Decisions_Final_April%208.pdf Campuses designated as Improvement Required, Focus, or Priority should consult with the SSO and Professional Service Provider (PSP) concerning required Goals. The next section on Goals & Objectives will provide more details on developing these goal areas.

SIP Part 1 Sample Resources and Links

Annual Dropout Rates AP/IB Campus Comparison Group Cohort Dropout Rates Cohort Graduation Rates Federal System Safeguards Grade Level Retention HISD Program Evaluations

PEIMS Data Performance-Based Monitoring Analysis System SAT/ACT State Accountability Data TEA Campus Distinction Designation TEA Campus Enrollment Report

TEA Program Evaluations HISD Dashboards TAIS Data Analysis TAIS Needs Assessment Accountability Glossary Spanish Acct. Glossary TEA Accountability Manual

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SIP Part 2: Goals & Objectives – Planning, Implementing, Monitoring

CRITICAL SUCCESS FACTORS: In relating the identified needs with a broad-based intervention method for the improvement plan, the Campus Intervention Team must pair each of the priority needs with one of the seven Critical Success Factors (CSF’s) which will tie into associated strategies. (Common strategies listed below CSF’s).

1. Improve Academic Performance o Data-driven instruction o Curriculum alignment (horizontal and vertical) o On-going monitoring of instruction

2. Increase the Use of Quality Data to Drive Instruction o Data disaggregation o Data-driven decisions o On-going communication

3. Increase Leadership Effectiveness o On-going job embedded professional development o Operational flexibility o Resource/data utilization

4. Increase Learning Time o Flexible scheduling o Instructionally-focused calendar o Staff collaborative planning

5. Increase Family and Community Engagement o Increased opportunities for input o Effective Communication o Accessible community services

6. Improve School Climate o Increase attendance o Decrease discipline referrals o Increased involvement in Extra/Co-curricular activities

7. Increase Teacher Quality o Instruction/Assessment design and implementation o On-going job embedded professional development o Recruitment and retention strategies o Systems for teacher evaluation and feedback

GOALS: Faced with a priority need, the goal is the changed outcome the campus is planning to accomplish. The SIP requires at least 5 SMART Goals based on the Needs Assessment. Campuses must address any unmet accountability index and any unmet System Safeguard. Other measures can be used for continuous improvement planning. A comprehensive index of measures within the various accountability systems is in the appendix.

Goal Area I: Increase Student Achievement (HISD Goal 1) 1. Reading (developed through the Campus Literacy Plan) 2. Mathematics 3. Other Academic according to Needs Assessment 4. Attendance 5. Index 4 Goals

a. Dropout Prevention / Graduation Rate Improvement (MS,HS) b. Ninth Grade Promotion (HS) c. Advanced Course / Dual Credit Enrollment (HS) d. AP/IB Exams Participation and Scores (HS) e. PSAT/SAT/ACT Participation and Scores (HS) f. College Readiness (ES,MS,HS)

6. Highly Qualified and Effective Teachers, Administrators and Paraprofessionals

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Goal Area II: Improve Safety, Public Support, and Confidence (HISD Goals 3,5) a. Bullying Prevention b. Child Abuse & Sexual Abuse Prevention c. Coordinated Health Program d. Dating Violence Awareness e. Discipline Management – Safe Environments

a. DAEP Referrals b. Special Education In-school Suspension c. Special Education Out-of-School Suspension

f. Drug, Tobacco, Alcohol Prevention g. Suicide Prevention

Goal Area III: Special Population Goals & Strategies

a. Gifted & Talented Program b. Special Education Program

a. STAAR/EOC Participation b. Representation

i. Overall ii. African-American

iii. Hispanic iv. ELL

c. Placement in Instructional Setting 40/41 c. Economically Disadvantaged

a. STAAR/EOC Participation d. English Language Learners

a. STAAR/EOC Participation b. TELPAS Reading and Composite Scores

e. Dyslexia Program

Goal Area IV: Parent & Community Involvement Other goals may be developed based on the Needs Assessment STRATEGIES: These are the initiatives and activities tied to the seven Critical Success Factors. Strategies range from general approaches to particular interventions depending on the scope of the need being addressed. Do not include an inventory of regular yearly campus procedures or activities concerning the goal. SIP strategies consist in the newly prescribed changes in procedures and activities in response to the needs assessment. OBJECTIVES: What measurable change(s) is the strategy intended to yield? This relates to the Evaluation. RESPONSIBILITY: A campus-based employee under the supervision of the principal should be identified as the responsible person for implementation and monitoring of the strategy despite any involvement with contracted services, partnering agencies, district support personnel or other external entities. RESOURCES: Resources include existing or needed funding sources, supplies, trainings, and support. The final campus budget plan should support the resources needed for the SIP. TIMELINE: The timeline refers to the span of the academic calendar during which the strategy is implemented. MILESTONES / EVALUATION: The formative evaluation consists of progress monitoring related to the milestones for each objective. SDMC’s must conduct these evaluations for academic goals during the Fall, at mid-year, during the Spring and at the end of the year and at mid-year and end of year for other goals. This evaluation includes a discussion of achievements (positive factors), and challenges (negative factors) as well as documentation of any modifications made to the plan in response to new data analysis.

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Special Funding Goals

This section includes various elements required by law to be included in the SIP. TITLE I TEN COMPONENTS: This section includes the Title I ten components and required information that needs to be included in the School Improvement Plan COMPENSATORY EDUCATION: Compensatory Education is defined as programs or services designed to improve and enhance the regular education program for student in at-risk situations. The purpose is to increase the academic achievement of identified students in at-risk situations and reduce the dropout rate. This section of the SIP includes the following information:

o An account of full-time equivalents, (i.e. personnel funded with Compensatory Education funds), including the number of staff members paid with Compensatory Education funds (IA 42) in the school’s budget and a list by title of the number of full-time equivalents for each staff member,

o A list of the total State Compensatory Education funds (IA 42) found in the school’s budget, o A summary of the State Compensatory Education funded programs and services.

Goal Area– (New) Mandated Health Services: This section is mandatory and must be included in the SIP.

SIP Part 2 Sample Resources and Links TEA Bilingual Education TEA CTE 21st Century Community Learning Centers TAIS Improvement Planning Guidance TAIS Improvement Planning Guidance Part 2 TAIS Implementation and Monitoring Guidance TAIS Implementation & Monitoring Guidance Part 2 Child Abuse Prevention College & Career Readiness Communities in Schools – Texas Communities in Schools – Houston Coordinated School Health Programs TEA Counseling HISD Counseling HISD Psychological Services Dropout Prevention Foster Care & Student Success TEA Dropout Prevention FAQs TEA Gifted & Talented Education HISD Advanced Academics HISD Multilingual Department High Schools That Work Making Middle Grades Work Homeless Education Innovative Courses TEA iTunes U

TEA Migrant Education Program HISD Migrant Education Program TEA P-16 Resources Pregnancy, Education and Parenting TEA RtI Texas School Safety Center TEA Secondary School Programs Student Success Initiative HISD Afterschool Programs HISD Career Readiness HISD College Readiness HISD Curriculum HISD RtI HISD Dropout Prevention HISD Title I HISD Family and Community Engagement HISD Health & Medical Services HISD Homeless Education Program HISD Library Services HISD Leadership Development HISD Professional Support and Development Family Services of Greater Houston Great Expectations Catapult Learning HISD Strategic Partnerships HISD State Compensatory Education LTS Education Systems

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The Executive Summary and Approval

The Executive Summary gives a one page brief description of the school’s culture and ongoing developments by condensing the more detailed reports in SIP Part 1. The following information must be included: o The title, school name, principal’s name, and School Office (Elementary Area, Middle or High) o A brief description of the school, students, and community o A description of the areas in need of improvement (based on data analysis/needs assessment) that will be

addressed in the SIP o A list of measurable objectives, which correlates to those presented in SIP Part 2. o A brief description of the major initiatives/strategies that will be implemented (related to the 7 Critical Success

Factors)

The Executive Summary page is submitted to the HISD Board of Education as part of the public hearing (scheduled during a General Meeting) during which time the Board votes on approval of the School Improvement Plans.

The SIP Approval page consists of a compliance statement and attestation of the principal that the correct guidelines for development of the SIP were followed at the campus. The Approval page requires signatures from multiple persons at the campus before submission to the Schools Office for final signatures. This page should be printed from the SharePoint SIP Tool and uploaded once all signatures have been obtained.

SIP DEVELOPMENT TIMELINE

Nominations open for SDMC vacancies for classroom teacher, Other professional

staff, and non-instructional staff, Principal begins appointments of parents,

community and business representatives

Fri., August 14, 2015 (10 days begin)

Nominations close for SDMC vacancies for staff vacancies (10 work days),

appointments finalized by principal for parents, community and business

representatives

Mon., August 24, 2015 (10 days end)

Election by secret ballot for SDMC vacancies for staff members Tues., Aug 25- Wed. Aug

26 2015 (two days)

SDMC completes SIP development, advises, and approves SIP for presentation to

faculty for 2/3 vote of approval. Principal gathers campus signatures after

faculty approval.

Thurs., Aug 27- Fri., Sept.,

4 2015 (seven days),

Principal submits SIP to SSO for review and discussion Mon., Sept. 7, 2015

SSO & CSO (in consultation with PSP if under sanctions) complete final review Fri., Sept. 18, 2015 (10 days)

Schools Offices submit SIP to Student Support Services Mon., Sept. 21, 2015

SIP Executive Summaries placed of file with Board Services for October Board

Meeting Tues., Sept. 22, 2015

SIP’s presented for approval at public hearing during HISD School Board Meeting Thur., October 9, 2015

*Campuses must post SDMC agenda and minutes to campus website within 10 days following meeting.

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Appendix

Metrics used in Federal, State and Local Accountability/Monitoring Systems

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STAAR READING / EOC ENGLISH I, II READING

STAAR Reading All

STAAR Reading African-American

STAAR Reading Hispanic

STAAR Reading White

STAAR Reading American-Indian

STAAR Reading Asian

STAAR Reading Pacific Islander

STAAR Reading Two-or-more

STAAR Reading Economically Disadvantaged

STAAR Reading Special Education

STAAR Reading ELL

STAAR MATH / EOC ALGEBRA I

STAAR Math All

STAAR Math African-American

STAAR Math Hispanic

STAAR Math White

STAAR Math American-Indian

STAAR Math Asian

STAAR Math Pacific Islander

STAAR Math Two-or-more

STAAR Math Economically Disadvantaged

STAAR Math Special Education

STAAR Math ELL

Algebra I by 8th Grade Performance

STAAR WRITING / EOC ENGLISH I, II WRITING

STAAR Writing All

STAAR Writing African-American

STAAR Writing Hispanic

STAAR Writing White

STAAR Writing American-Indian

STAAR Writing Asian

STAAR Writing Pacific Islander

STAAR Writing Two-or-more

STAAR Writing Economically Disadvantaged

STAAR Writing Special Education

STAAR Writing ELL

STAAR SCIENCE / EOC BIOLOGY

STAAR Science All

STAAR Science African-American

STAAR Science Hispanic

STAAR Science White

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Metrics used in Federal, State and Local Accountability/Monitoring Systems

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STAAR Science American-Indian

STAAR Science Asian

STAAR Science Pacific Islander

STAAR Science Two-or-more

STAAR Science Economically Disadvantaged

STAAR Science Special Education

STAAR Science ELL

STAAR SOCIAL STUDIES / EOC U.S. HISTORY

STAAR Social Studies All

STAAR Social Studies African-American

STAAR Social Studies Hispanic

STAAR Social Studies White

STAAR Social Studies American-Indian

STAAR Social Studies Asian

STAAR Social Studies Pacific Islander

STAAR Social Studies Two-or-more

STAAR Social Studies Economically Disadvantaged

STAAR Social Studies Special Education

STAAR Social Studies ELL

STAAR PARTICIPATION RATE READING

Participation Rate Reading All

Participation Rate Reading African-American

Participation Rate Reading Hispanic

Participation Rate Reading White

Participation Rate Reading American-Indian

Participation Rate Reading Asian

Participation Rate Reading Pacific Islander

Participation Rate Reading Two or more

Participation Rate Reading Economically Disadvantaged

Participation Rate Reading Special Education

Participation Rate Reading ELL

STAAR Modified Reading

STAAR Alternate Reading

STAAR PARTICIPATION RATE MATH

Participation Rate Math All

Participation Rate Math African-American

Participation Rate Math Hispanic

Participation Rate Math White

Participation Rate Math American-Indian

Participation Rate Math Asian

Participation Rate Math Pacific Islander

Participation Rate Math Two or more

Participation Rate Math Economically Disadvantaged

Participation Rate Math Special Education

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Metrics used in Federal, State and Local Accountability/Monitoring Systems

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Participation Rate Math ELL

Algebra I by 8th Grade Participation

STAAR PARTICIPATION RATE SPECIAL EDUCATION

STAAR Participation Rate overall

STAAR Modified Reading

STAAR Alternate Reading

STAAR Modified Math

STAAR Alternate Math

IOWA/LOGRAMOS

Reading

Math

TELPAS

Reading

Composite

EVAAS

Reading

Math

GRADUATION / DROPOUT RATE

4 year Graduation Rate All

4 year Graduation Rate African-American

4 year Graduation Rate Hispanic

4 year Graduation Rate White

4 year Graduation Rate American Indian

4 year Graduation Rate Asian

4 year Graduation Rate Pacific Islander

4 year Graduation Rate Two or more

4 year Graduation Rate Eco. Dis.

4 year Graduation Rate Special Education

4 year Graduation Rate ELL

4 year Graduation Rate CTE

4 year Graduation Rate Migrant

5 year Graduation Rate All

5 year Graduation Rate African-American

5 year Graduation Rate Hispanic

5 year Graduation Rate White

5 year Graduation Rate American Indian

5 year Graduation Rate Asian

5 year Graduation Rate Pacific Islander

5 year Graduation Rate Two or more

5 year Graduation Rate Eco. Dis.

5 year Graduation Rate Special Education

5 year Graduation Rate ELL

RHSP/DAP Rate all

RHSP/ DAP Rate ELL

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Metrics used in Federal, State and Local Accountability/Monitoring Systems

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RHSP/DAP Rate CTE

RHSP/DAP Rate Eco. Dis.

RHSP/DAP Rate Migrant

RHSP/DAP Rate Special Education

College-Ready Graduates

Advanced/Dual Enrollment Course Completion

CTE Nontraditional Course Completion Rate- Males

CTE Nontraditional Course Completion Rate- Females

Annual Dropout Rate

Cohort Dropout Rate

Enrollment in IHE within year after graduation

ATTENDANCE RATE

Attendance Rate

AP/IB EXAMINATIONS

AP/IB Examination Performance: any subject

AP/IB Examination Performance: ELA

AP/IB Examination Performance: Math

AP/IB Examination Performance: Science

AP/IB Examination Performance: Social Studies

AP/IB Examination Participation: ELA

AP/IB Examination Participation: Math

AP/IB Examination Participation: Science

AP/IB Examination Participation: Social Studies

PSAT/SAT/ACT EXAMINATIONS

SAT/ACT Participation

SAT/ACT Performance: combined

SAT/ACT Participation: ELA

SAT Performance: ELA

ACT Performance: ELA

SAT/ACT Participation: Math

SAT Performance: Math

ACT Performance: Math

SAT/ACT Participation: Science

SAT Performance: Science

ACT Performance: Science

PSAT Performance

DISCIPLINE

No. of Level III Offenses – Susp/Optional removal to DAEP

Number of Level IV Offences – Required DAEP

Number of Level V Offences – Expulsion

Number of Bullying Incidents

DAEP Placements: Special Education

Discretionary In-School Suspension: Special Education

Discretionary Out-of-School Suspension: Special Education

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Metrics used in Federal, State and Local Accountability/Monitoring Systems

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SPECIAL EDUCATION REPRESENTATION & SETTING

Placements in Instructional Setting 40/41

Placement in regular class

Overall representation

African-American representation

Hispanic representation

LEP representation

SCHOOL CLIMATE & PROGRAM EVALUATION

Percent of parents satisfied with rigorous education

Percent of students who feel challenged by coursework

Percent of students satisfied with teachers’ high expectations

Percent of parents satisfied with consistent education

Percent of parents satisfied with safety

Percent of parents satisfied with environment

Percent of students satisfied with safety

Percent of students satisfied with environment

Percent of teachers satisfied with safety

Percent of teachers satisfied with environment

Fine Arts program evaluation

Wellness and physical education program evaluation

Community and parent involvement

21st Century Workforce development program evaluation

Second language acquisition program evaluation

Digital language acquisition program evaluation

Dropout prevention strategies evaluation

Gifted & Talented program evaluation

Compliance with statutory reporting and policy requirements

HIGHLY EFFECTIVE TEACHERS

Percent of highly effective teachers who are retained

Percent of ineffective teachers who are exited